Investigation And Research On Mathematical Communication In Senior Middle School

The 21 st century is an era characterized by information technology. In such an era of information, cooperation and communication is the power constantly promoting the advancement of social innovation. In the wave of education reform of the world, the students’ comprehensive qualities, including the innovation ability, are lift up to a very important position. Thus, the mathematical curriculum standards in different countries start to incorporate the concepts of cooperation and mathematical communication. As the key period to the formation and development of students’ personality, high school education means a lot to the improvement of the quality of national education and the cultivation of innovative talents. But in the reality of our country’s high school classroom, how is the situation of mathematical communication? Focusing on this question, this article delves in from four perspectives:(1) The forms and features of senior middle school mathematical communication class;(2) Current teachers’ classroom communication situation and their specific performance;(3) Current level of mathematics teachers’ mathematical communication.(4) Specific contributions that good mathematics communication will make to the achievement the teaching goals and the improvement of students’ comprehensive qualities. This paper will help mathematic educators understand current mathematics communication situation and further underline the value of classroom mathematical communication. Meanwhile, it hopes to point out a direction for the revolution of the mathematics teaching mode.The author, firstly, sorts out numerous records of domestic and abroad mathematical communication, and finds out that the more developed the countries education are, the higher importance is put onto mathematical communication, both in the classroom and on the syllabus or schedule. However, China historically started late on the mathematical communication research and recently is still focusing a lot on theoretical research. This article selects ten Shanghai high school mathematics teacher’s classroom video and sound records as studying cases, and uses the modified Flanders Interactional Analysis System, Huffeld Ackle’s Classroom Mathematical Communication Level Scale and Xueming Zhang’s Classroom Mathematical Questions Scale to study them.The research concludes that high school classroom mathematical communication is still dominated by teachers’ monologue, students’ participation is still inadequate and the ‘teacher-oriented classrooms’ are very normal. The positive side is that most teachers have good mathematical communication ability which is mostly exemplified by their attention to students’ logic, thinking process and critical mind. Finally, this thesis gives several suggestions to the improvement of the mathematical communication level. For instance, we should learn from mathematics open classes; we should make good control of the Q&A segment in the class, and so on. Besides all these suggestions, the author ends this paper with a brief reflection on the shortcomings of this paper and a few predictions for the future research.